10 Behaviors Of Effective Training Instructors

Suppose you wanted to talk to your training instructors about being more effective. Would you have a ready-made list of “effective” behaviors to offer? If not, you may not get the performance you want. Your instructors might be thinking one thing and you might be thinking something totally different. Or, they might not know what to do to be more effective.

So when you talk about performance improvement, you want to have some specific examples of things your instructors can do to meet your expectations. Consider using these 10 or adding them to your current list of performance behaviors:

1. Selects and organizes training content based on the most critical learning outcomes; distinguishing between what participants “must learn” versus what is “good information to know”

2. Writes training objectives that clearly and accurately reflect learning outcomes

3. Incorporates data from needs assessment and other pre-evaluation tools when designing training programs

4. Recognizes when alternative interventions are needed and offers suggestions for other performance improvement approaches

5. Considers background and experiences of learners when choosing training content, training exercises/activities, and instructional techniques

6. Allocates sufficient time for delivery of entire training program and each separate section

7. Develops effective transfer-of-learning strategies; taking into consideration the learners, the learners’ managers, and the learners’ work environment

8. Creates effective strategies to follow-up with training participants, managers, or other stakeholders

9. Creates a positive and effective learning environment for participants; appropriately managing differences or problems that occur during the training program

10. Examines the successes and failures of training programs; proposing ideas that lead to improvements

Performance Improvement Starts With Clear Expectations

You get the “right” kind of results when training instructors exhibit the “right” kind of behaviors. Everything starts with what instructors do, how they do it, and when they do it. But every instructor is not going to know exactly what to do to improve poor performance or elevate satisfactory performance. That’s where you can help. Tell your instructors that you want them to be more effective; then give them some examples of “effective” behaviors. If you do, they will know what you expect and how to give you what you expect.

Oh, and don’t forget to maximize the performance of your instructors by explaining the “impact” of effective training behaviors.

Barbara Brown, PhD shows managers how to improve employee performance by linking performance to results. Her E-Books contain phrases and examples for discussing performance, reinforcing performance, and writing appraisals. Her E-Courses provide strategies for motivating employees to cooperate and contribute. Click on "FREE STUFF" at her website to download tools to manage performance discussions. Website: www.LinkToResults.net

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